AN EVALUATION OF THE CURRICULUM AND ORGANIZATION OF THE BLOOMINGDALE SCHOOL FOR TRAINABLE CHILDREN, WORCESTER, MASSACHUSETTS, WAS MADE BY A COMMITTEE INCLUDING TEACHERS, THE PRINCIPAL, AND AN ADMINISTRATOR OF SPECIAL EDUCATION. FOLLOWING A SURVEY OF THE LITERATURE ON TEAM TEACHING OF THE HANDICAPPED, THE SLOVER SCHOOL, FONTANA, CALIFORNIA, WAS USED AS A MODEL FOR PROPOSED CHANGES. GENERAL OBJECTIVES, ADVANTAGES AND DISADVANTAGES, SAMPLE TIME SCHEDULES, AND CLASS ASSIGNMENT TABLES ARE GIVEN FOR THE PLANNED INTERCHANGE OF CHILDREN ACCORDING TO ABILITIES AND NEEDS. BASIC OBJECTIVES ARE NOTED. THE CURRICULUM IS DEVELOPED ABOUT A FLUID PROGRAM GEARED TO THE DEVELOPMENT OF SOCIAL COMPETENCE IN FIVE TEACHING AREAS--ART, HOME ARTS, LANGUAGE, MUSIC, AND READINESS. GENERAL AND SPECIFIC AIMS AND SUGGESTED ACTIVITIES ARE LISTED FOR EACH AREA. PLANNING AND EVALUATION ARE STRESSED IN DEVELOPING TEAM TEACHING. PHOTOGRAPHS OF THE ACTIVITIES AND A 49-ITEM BIBLIOGRAPHY ARE INCLUDED. (GB)